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DESIGN FOR TRANSFORMATIVE
LEARNING

The creative strategies in Design for Transformative Learning ofer a playful and
practical approach to learning from and adapting to a rapidly changing world.
Seeing continuous learning as more than the periodic acquisition of new skills
this book presents a design-led approach to revising the stories we tell ourselves,
unlearning old habits and embracing new practices.
This book maps learning opportunities across the contemporary landscape,
narrating global case studies from K12, higher education, design consultancies
and researchers. It ofers narrative context, best practices and emergent strategies
for how designers can partner in the important work of advancing a lifetime of
learning. Committed to driving sustained transformation this is a playbook of
practical moves for designing memory-making, perspective-shifting, hands-on
learning encounters. The book braids stories from design practice with theories
of change, transformative learning literature, cognitive and social psychology
research, afect theory and Indigenous knowing. Positioning the COVID-19
pandemic as a moment to question what was previously normalised, the book
proposes playful strategies for seeding transformational change.
The relational practice at the core of Design for Transformative Learning argues
that if learning is to be transformative the experience must be embodied, cog-
nitive and social. This book is an essential read for design and social innovation
researchers, facilitators of community engagement and co-design workshops,
design and arts educators and professional learning designers. It is a useful primer
for K12 teachers, organisational change practitioners and professional develop-
ment facilitators curious to explore the intersection of design and learning.
Lisa Grocott is currently a Professor of Design and the Director of Won-
derLab at Monash University, Australia where she leads the Future of Work
and Learning research program in the Emergent Technologies Research Lab.
A mother of two children raised in multiple countries, Lisa grew up in Aotearoa
New Zealand with a whakapapa to Ngāti Kahungunu on her mother’s side and
Pākehā from Waikato on her father’s side.
Design for Social Responsibility
Series Editor: Rachel Cooper

Social responsibility, in various disguises, has been a recurring theme in design

for many years. Since the 1960s, several more or less commercial approaches have
evolved. In the 1970s, designers were encouraged to abandon ‘design for proft’
in favour of a more compassionate approach inspired by Papanek. In the 1980s
and 1990s, proft and ethical issues were no longer considered mutually exclusive
and more market-oriented concepts emerged, such as the ‘green consumer’ and
ethical investment. The purchase of socially responsible, ‘ethical’ products and
services has been stimulated by the dissemination of research into sustainability
issues in consumer publications. Accessibility and inclusivity have also attracted a
great deal of design interest and recently designers have turned to solving social
and crime-related problems. Organisations supporting and funding such projects
have recently included the NHS (research into design for patient safety); the
Home Ofce (design against crime); Engineering and Physical Sciences Research
Council (design decision-making for urban sustainability).
Businesses are encouraged (and increasingly forced by legislation) to set their own
socially responsible agendas that depend on design to be realised. Design decisions all
have environmental, social and ethical impacts, so there is a pressing need to provide
guidelines for designers and design students within an overarching framework that
takes a holistic approach to socially responsible design. This edited series of guides is
aimed at students of design, product development, architecture and marketing and
design and management professionals working in the sectors covered by each title.
Each volume includes the background and history of the topic, its signifcance in
social and commercial contexts and trends in the feld. Exemplar design case studies,
guidelines for the designer and advice on tools, techniques and resources are available.

14. Design for People Living with Dementia

Interactions and Innovations
Emmanuel Tsekleves and John Keady

15. Design for Transformative Learning

A Practical Approach to Memory-Making and Perspective-Shifting
Lisa Grocott

For more information about this series, please visit: www.routledge.com/Design-

for-Social-Responsibility/book-series/DSR
DESIGN FOR
TRANSFORMATIVE
LEARNING
A Practical Approach to
Memory-Making and
Perspective-Shifting

Lisa Grocott
Cover image: Lisa Grocott
First published 2022
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Lisa Grocott
The right of Lisa Grocott to be identifed as author of this work has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identifcation and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-1-138-36755-5 (hbk)
ISBN: 978-1-032-24625-3 (pbk)
ISBN: 978-0-429-42974-3 (ebk)
DOI: 10.4324/9780429429743
Typeset in Bembo
by codeMantra
WEBSITE

The companion website for the book is a practical resource that connects you to
many of the projects, activities, methods, designers and stories introduced here.
The site includes links to downloadable activities, templates for digital learning
encounters, additional refective narratives on transformative experiences and
the book bibliography.

www.designingtransformativelearning.com
Dedication

To my Māori elder, Jonathon Mane-Wheoki, who changed how

I show up in the world without me even noticing.To the young
man in my Māori language class who in one sentence unsettled
my understanding of learning.To Sonali Ohja, who shifted the
trajectory of who I would become in the frst twenty minutes of
meeting her.
Poipoia te kākamo kia puāwai
Nurture the seed and it will grow
CONTENTS

List of fgures xi
List of tables xiii
List of narratives xv
Preface xvii
Acknowledgements xxiii

PART I
Designing Learning Encounters: An Introduction and
an Invitation 1
1 The Design of Transformative Learning Encounters 3
2 Automated Futures, Social Change and Forever Learning
Framing the Research 18
3 Perspective Shifts and New Ways of Being 35
Wonderings 51

PART II
Making Learning: Narratives and Case Studies
from Design Practice 57
4 Designing Making: Expanding the doing of Design 60
5 Design Process: Make Sense to Make Possible 70
6 Design Provocations: Make Visible to Make Believe 82
x Contents

7 Design Methods: Make Fun to Make Tangible 96

8 Design Moves: Make Together to Make Change 107
Wonderings 121

PART III
Designing Learning: Keywords and Stories from
Psychology and Design 125
9 Social Psychology: Learning from Engaging and Empowering 129
10 Cognitive Psychology: Learning from Remembering and
Integrating 145
11 Creative Imagining: Learning from Sensing and Wondering 162
12 Designing Experiences: Learning from Making and Interacting 177
Wonderings 194

PART IV
Transformative Learning: A Matrix, a Constellation, a
Framework and More Questions 201
13 Transformative Engagement: Curiosity, Paradoxes and
Making Reconfgured 204
14 Seeding Transformation through Design:
A Designed Approach 216
15 Shift Work Elaborated: A Contingent Conclusion 233
Wonderings 248

Index 253
FIGURES

0.1 Mapping Curiosity xvii

1.0 The Play Gym 1
1.1 Haptic Hands-on Learning 3
2.1 Orienting Learning Dioramas 18
3.1 Sense-making Materials 35
4.0 A Value Exchange Map 57
4.1 Creative Tensions 61
4.2 Expanded Field of Making 63
4.3 Making Design Constellation 64
5.1 Alternate Worldviews 70
6.1 Making Space 82
7.1 Crafting Attunement 96
8.1 Together/Alone Diorama 107
9.0 ATLAS Design Game 125
9.1 Visualising (not)Belonging 129
10.1 Building and Retrieving Memories 145
11.1 Alibis for Play 162
12.1 An Online Playdate 177
13.0 A Commitment Device 201
13.1 The Worlds We Learn in 204
13.2 Designing Learning Constellation 209
14.1 B’twixt Meta-Learning Record 216
14.2 The Pedagogical Sites of SEED 230
15.1 Climate (in)Action 233
15.2 Seeding Shift Work 235
15.3 The Dimensions of Relational Design 245
TABLES

1.1 Intersecting Assumptions: Positioning Transformative

Learning, Collaborative Designing and Design-based Research 8
13.1 Possible Learning Aims for Designing Transformative Encounters 210
13.2 Potential Design Objectives when Designing Learning 210
13.3 Design Moves and Methods for Designing Engaging Encounters 210
13.4 Worlds We Learn and Live in 213
13.5 Yes/And/Yet Designing Learning Paradoxes 214
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